Family background and academic achievement: does self-efficacy mediate outcomes?
By Dana A. Weiser, H. R. Riggio. 2010
141 citations recorded by the source corpus.
Research indicates both family background and self-efficacy influence academic outcomes; however, family background also impacts self-efficacy development. The purpose of the current study was to establish whether self-efficacy mediates the relationship between family background and academic achievement. Results indicated family background features were not robust predictors of academic achievement in the current sample, which limited testable mediation pathways. Evidence was found that self-efficacy does mediate the relationship between parental involvement and expectations of academic success. Results also indicated self-efficacy is a strong and consistent predictor of grade point average and expectations of academic success. Based on these findings, it is recommended educators utilize previously developed classroom strategies which have been shown to enhance students’ self-efficacy levels.
Subfields: Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/c029357af86233c13f98c5fb8de23db39135e727
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Safety Research
Citations in the corpus
- The Relationship Between Adolescents’ Perceived Parental Involvement, Self-Efficacy Beliefs, and Subjective Well-Being: A Multiple Mediator Model (2015, background): “To date, evidence has begun to accumulate on the links between parental involvement, self-efficacy beliefs, and the components of SWB in adolescents (Di Maggio and Zappulla 2013; Finley and Schwartz 2007, 2010; Weiser and Riggio 2010).”